| dc.creator |
Mkuvalanga, Ali Saidi |
|
| dc.date |
2019-02-04T10:07:45Z |
|
| dc.date |
2019-02-04T10:07:45Z |
|
| dc.date |
2015 |
|
| dc.date.accessioned |
2022-10-20T14:15:22Z |
|
| dc.date.available |
2022-10-20T14:15:22Z |
|
| dc.identifier |
Mkuvalanga, A. S. (2015). Analysis of English language curriculum for ordinary level secondary schools in Tanzania: trends, implementation and challenges. Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/567 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/567 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
The current study, analyzed the English Language Curriculum for Ordinary Level Secondary Schools. The study primarily focused on the trends of improvement of English language Curriculum, taken since 1997 to the present. It also examined the implementation of current English Competency-Based Curriculum (CBC) for Ordinary Secondary Schools Further; the study identified some challenges encountered by English teachers, in the implementation of English Competency-Based Curriculum. A total number of 90 participants including teachers and students from Lindi Municipality and curriculum experts from district, regional and national levels were involved.
Data were collected using interviews, lesson observation checklists and documentation. Data were analyzed manually through content analysis. Findings revealed that, there was little achievement in English Curriculum introduced between 1997 and 2005. This was mainly revealed through the examination results. For example, the examinations results of 2002 and 2009 showed that, the pass rates were below 50% in most secondary schools in the Municipality, except 1 school out of 8 schools
As far as the implementation of CBC is concerned, the findings indicated 9 (45%) out of 20 had moderate competence in teaching using CBC. On the other hand, 4 (20%) out of the total number of English teachers showed low competence in using Competency-Based Curriculum. and, only 7(35%) out of20English teachers who participated in the study manifested high competence in teaching the competence-based curriculum, Therefore, it was concluded that, most English teachers had moderate competence in teaching using Competency-Based Curriculum. In view of these results, the researcher suggested continuous training on Competence-Based Curriculum to enhance effective teaching of English language. in secondary schools. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
English language |
|
| dc.subject |
Secondary schools curriculum |
|
| dc.subject |
Effective teaching |
|
| dc.subject |
Curriculum training |
|
| dc.subject |
English teacher |
|
| dc.subject |
Competency-based curriculum |
|
| dc.subject |
Secondary schools |
|
| dc.subject |
Curriculum |
|
| dc.subject |
English |
|
| dc.title |
Analysis of English language curriculum for ordinary level secondary schools in Tanzania: trends, implementation and challenges |
|
| dc.type |
Dissertation |
|